EQI: Centre for Evaluation, Quality & Inspection header
EQI: Centre for Evaluation,Quality & Inspection
Dr Hadjer Taibi and Dr Eemer Eivers with copies of the DCU Futures Evaluation Reports
Dr Hadjer Taibi & Dr Eemer Eivers with copies of the DCU Futures Evaluation

DCU Futures Evaluation launched by EQI Researchers

Last week saw the launch of EQI’s evaluation of DCU Futures, one of the most ambitious transformations of Teaching and Learning ever undertaken by DCU. Conducted by Dr Eemer Eivers and Dr Hadjer Taibi, with the support of the steering group (Prof Anne Looney, Prof Joe O’Hara, and Dr Zita Lysaght), the evaluation was a holistic examination of the impact of DCU Futures.

The evaluation findings are presented in a series of thematic reports that explore key aspects of the Futures model, which all feed into a final report that synthesises the outcomes. The evaluation found clear evidence of positive impact of Futures on the student learning experience and that the innovative pedagogies that are central aspect of the Futures model were successfully fostering the development of student Transversal Skills (the final report can be accessed HERE).  

Launched in 2020, DCU Futures introduced 10 new programmes to serve as a blueprint for a reimagination of the undergraduate experience. Futures aimed to transform what students learn, how students learn, and to foster key transversal skills. The evaluation used a mixed method approach, drawing on a wide variety of data sources. These included existing data (such as the national StudentSurvey.ie and DCU administrative data), surveys and interviews with staff and students, and observations of students engaged in Challenge-Based Learning (CBL). 

Key findings from the evaluation include:

  • Based on students’ own reports, the Futures model contributed to much stronger development of key transversal skills such as data literacy, collaborative and higher order skills.
  • Continuous Assessment is a key component of the DCU Futures model, and staff and students generally expressed positive views about it. A review of student outcomes and progression suggested that the Futures approach to assessment may help maintain engagement and reduce risk of non-completion. 
  • Staff and student views of CBL were examined through surveys, complemented by a comprehensive series of observations of CBL in action. Both staff and students agreed that while CBL was time-consuming, students were able to apply their knowledge and skills to solve real-world Challenges. The observations showed high levels of engagement, teamwork, and student satisfaction with the experiences. 
  • When asked about their experiences of Futures, staff expressed very positive views about professional development opportunities, technology for online learning, and the availability of additional supports such as the Teaching Enhancement Unit and DCU Studio. Conversely, they were noticeably less positive about the workload model for Futures staff and their lack of time to engage with innovative teaching methods. 
  • At the start of the Evaluation, the team were asked to see if Futures worked and if it was sustainable and scalable. The evidence showed that Futures had clear positive impact, was sustainable and could be scalable, provided appropriate supports were in place. 

The evaluation team of Dr Eemer Eivers and Dr Hadjer Taibi reflected on their work, saying: 

“The Futures Evaluation was a very unusual and interesting piece of research. It is rare to be able to incorporate so many different types of data and activities into a single evaluation. Being able to combine DCU’s own administrative data on areas such as student academic achievement with interviews, observations, and surveys enabled us to really understand the Futures model. We are very grateful to colleagues across DCU for their support and for sharing their expertise, especially the DCU Futures team and the staff and chairs in Futures programmes, as well as colleagues in the Institute of Education (including Dr Ann‑Marie Farrell and Dr Manuel Fernández López), the Teaching Enhancement Unit (including Dr Clare Gormley and Ms Lily Girme), SALIS, Student Support & Development, the Student Advice Centre, and the Quality and Institutional Insights Office. In particular, we thank Dr Jing Burgi‑Tian for facilitating access to institutional and StudentSurvey.ie data.”

The full set of reports can be accessed here.